John Cabot Academy Year 9 Pathways Our guided choices scheme for courses running from September 2017-2019 January 2017
Dear students, parents and carers Welcome to your Key Stage 4 course guide for September 2017. Here you will find guidance on making a decision for your Key Stage Four subjects. By reading the booklet, talking to your teachers, attending presentations and events, speaking to your tutor, your family and by researching potential career routes into the future - you will be in a position to finalise the courses you want to study for Years 10 and 11. We are keenly aware that each one of our students have invested a great deal of their lives to-date in education and we now want to ensure that each and every one of you will leave JCA with the qualifications that will give you the best possible chance of progression and employment in the future. I am pleased to say that we are offering more choice than to any other Year 9 group in recent years at this school. We have also offered guidance to the pathway that we feel will offer the right route for each one of you. Parents and carers may be aware of the English Baccalaureate and how this standard can be met. We will encourage a high proportion of our students to follow the English Baccalaureate pathway by choosing to study a modern foreign language (i.e. French or Spanish), plus either history or geography in addition to English, mathematics and science. All of these subjects are studied as part of our core offer. You may be aware that there have been several recent changes in GCSE qualifications, not least the gradual reduction of coursework. In most subjects (especially GCSEs) assessment is carried out through end of course examinations in the main. Alongside this, students may also complete lesson-based assessments that contribute to the overall grade. We also offer qualifications that are a little more practical in content. These qualifications still require students to sit final exams but may have coursework elements. The type of course you choose really depends on how you learn, what interests you most and how you can select the right balance of subjects to ensure that you are successful in English, Maths and Science at the end of Year 11. All pathways allow almost all students to achieve eight good passes (grade 5 or better) at GCSE or equivalent, including English and mathematics, therefore meeting the expectations of colleges, employers and universities. The vast majority of our students should be able to achieve considerably more than this. We will give all of our students every encouragement to do so. Once we have received returns from each student, we will go through each of them individually to make sure that your subject choice gives you the best chance of success into the future. We will confirm final choices during Term 6. Best wishes Mr S White Principal 2
Key Dates for Year 9 End of Term 2 Year Group Assembly: Introduction of Y10 and Y11 course offer Thursday 19 January 2017 Year 9 Parents/Guided Choices evening 4 x Parent Talks (4.00pm, 4.30pm, 5.00pm and 5.30pm) Stalls displaying student work A chance to talk to teachers w/c 23 January 2017 Year group assembly Subject presentations week looking at KS4 options in each Faculty. 23th January 2017, 5.45pm in the main hall (35 mins) Guided Choices Parent Talk for parents who could not attend talks on 19 th January By 8th February 2017 Forms handed back to tutor 3
The Current National Situation For courses that begin in September 2017, there will not be very many examinations or assessments taken during the course. Previously, students would have had a different experience. For example, current Year 9 students will generally take a significant number of written exams at the end of Year 11. In some subjects, controlled conditions coursework or other practical assessments will continue we will publish a calendar for the main dates as soon as we possibly can in Year 10. 1. More end of course exams Into the future, students will have a heavy exam commitment at the end of Year 11 in the summer of 2019. There will not be opportunities to re-sit papers as there might have been in previous years. 2. English Baccalaureate Students are being encouraged to follow courses in subject areas that lead to the English Baccalaureate. The subjects are: GCSE English Language or GCSE English Literature GCSE Maths GCSE Double or Triple Science (GCSE Computer Science can also be counted) GCSE Foreign Language GCSE Geography or GCSE History In order to gain the English Baccalaureate qualification, students must gain at least a grade C in all of these 5 subject areas. This pathway is now regarded as the gold standard nationally and contains an excellent balance of subjects. Our advice is that students who have been recommended to study this pathway should strongly consider the intellectual and progression benefits of doing so. 3. Vocational courses These courses (typically BTECs and NCFE V-Certs) now have examination content in the main and are more challenging than they were in previous years. The project work element of some of the courses means that they are suitable for a broad range of students. For September, these courses will contain an externally assessed examination. Vocational courses will be equivalent to one GCSE. Controlled Conditions Assessments These have replaced coursework in most subjects. These assessments are done in school although students can, and should, prepare for them at home. 4
Our Three Suggested Pathways: 1. English Baccalaureate Pathway Core Offer English Language and English Literature Maths Science Option Block 1 Option Block 2 Choose one Choose one GCSE from: GCSE from: Core PE PSHE Option Block 3 Choose five subjects from the following list and we will endeavour to allocate your top two preferences: French or Spanish History or Geography Art & Design GCSE Art & Design Textiles GCSE Business Studies GCSE Business and Enterprise Level 2 Computer Science GCSE Dance GCSE Design and Tech GCSE Drama GCSE Fashion and Textiles Level 2 Food Preparation & Nutrition Geography GCSE Health and Social Care BTEC History GCSE Media Studies IT Skills and Enterprise Level 2 Materials Technology Music GCSE PE GCSE Photography GCSE Religion and Philosophy GCSE Triple Science 2. Academic Pathway Choose five subjects from block 3. We will try to give you your top two preferences from this list. Core Offer English Language and English Literature Maths Science Option Block 1: Choose one GCSE from: French or Spanish or History or Geography or Computer Science Core PE PSHE Option Block 2 Choose five from the following list and we will endeavour to allocate your top three preferences: Art & Design GCSE Art & Design Textiles GCSE Business Studies GCSE Business and Enterprise Level 2 Computer Science GCSE Dance GCSE Design and Tech GCSE Drama GCSE Fashion and Textiles Level 2 Food Prep & Nutrition GCSE Choose five subjects from block 2. We will try to give you your top three preferences from this list. Geography GCSE Health and Social Care BTEC History GCSE Media Studies IT Skills and Enterprise Level 2 Materials Technology Music GCSE PE GCSE Photography GCSE Religion and Philosophy GCSE Triple Science 5
3. Our Vocational Pathway Core Offer English Language and English Literature Core PE Maths PSHE Double Science Option Block 1 Choose one GCSE from: Option Block 2 Choose four in preference order from: Art & Design GCSE Materials Technology Level 2 French or Art & Design Textiles GCSE Music GCSE Spanish or Business and Enterprise Level 2 PE GCSE History or Dance GCSE Photography GCSE Geography or Computer Science Design and Tech GCSE Drama GCSE Fashion and Textiles Level 2 Food Preparation & Nutrition IT Skills and Enterprise Level 2 Choose five subjects from the option block 2 above. We will try to give you your top three preferences from this list. How do we help you choose a Pathway? At JCA, we give you a selection of subjects and suggested pathways from which you can state your preferences. While we want you to make your own choices as far as possible, there may be some choices you make that we may feel are not appropriate for you. In cases such as this, we will meet with you and possibly your parents or carer(s) to discuss your choices and consider what might be a more appropriate selection. In this way, we will try to maximise your chances of attaining your full potential across a good range of qualifications recognised by colleges, universities and employers. Ultimately, your course choices will be up to you. How will I know if a particular choice of subjects is not appropriate for me? Based on the evidence of your progress so far, we will consider how appropriate a particular subject would be for you, based on your past performance in lessons, exams and in classwork. We will consider whether the choices you have made are appropriate based on your past performance and measured against what people with similar grades to you have achieved nationally. What if I don t like the pathway you have suggested for me? You do not have to follow the pathway we have suggested. We have chosen a pathway that will maximise your chances in a range of subjects which will, in our belief, lead to future success and fulfilment for you. If, in our opinion, your choices may not push you enough, or that you may find the choices you have chosen too difficult, we will contact your parents/carers to discuss this. In most cases this will not become an issue. 6
How can I decide what subjects are best for me? What do you enjoy most? is your first question. What am I best at? is your next. You will also want to strongly consider what you want to do post 16 and post 18. Who can help me decide what to choose? Listen to advice from your parents/carers, teachers, friends, older brothers and sisters, but at the end of the day make sure you make the final decision. Don t pick a subject just because... your friend is doing it. You may not be in the same group and they are very likely to have different tastes to you. you like a teacher. You may not get the same teacher in KS4. you haven t fully researched the subject and you are unclear what the subject will demand of you. Am I guaranteed to get the subjects that I choose? Unfortunately, if there are not enough students choosing a course, we cannot run it - therefore, you may not get your first choice. Normally this doesn t happen to many students. We could limit the number of subjects we offer and make sure they all run but then we would limit your choice. It may be the case, that two of the subjects you choose have to run on the timetable at the same time and this will mean you will have to choose between them. Again, this doesn t happen often. All courses need enough students to run. There are limited places in some subjects. As a result, we cannot guarantee that students will automatically be given all of their first preferences. Information in the booklet is accurate at the time of writing but the introduction of new national regulations may mean that amendments are made at a later stage. This is out of our control. Once your forms have been returned they will be checked individually to see that each student has chosen courses which are challenging and that offer a chance of success. This process does take some time and final confirmation of choices will be made in Term 6. 7
Other factors to consider Progress 8: To encourage all students to follow a broad curriculum, the performance of schools from 2016 will be judged on the progress students make in eight subjects. Reformed GCSEs: Reformed GCSEs in maths, English Language and English Literature will be sat for the first time in 2017. Other subjects will be reformed for exams in 2018 or 2019. Vocational Reforms: Vocational courses now include at least 25% external assessment (usually an examination). First Entry Only: To discourage resits, where students have more than one attempt at an exam, only the first entry can be counted towards a school s performance measures. Assessment Changes: Most subjects will have examinations at the end of Year 11. The end of Key Stage Four will be quite a pressured time therefore and must be prepared for a long time in advance. Students are now required to remember lots of facts, ideas and information. Committing this to memory takes time and cannot be left until the end of Year 11. In fact, this process needs to begin now. Homework has a very important part to play in examination success. Accuracy in spelling and grammar is also important. This will also be an important factor in most courses and will gain extra marks. Why are GCSEs being reformed: 1. To provide a stronger foundation for further study and employment, keeping pace with the demands of universities and employers. 2. To support students in developing the knowledge, skills and values they need for life in Modern Britain. 3. To match the standards of the best education systems in the world. 8
How will reformed GCSEs be different? These qualifications will make more demands of students, to ensure that our children s education is ultimately comparable with students in countries with the best education systems. GCSEs will be taken by the same range of students who take GCSEs currently, across a range of abilities. Students will be awarded in grades from 9 to 1, with grade 9 being the highest grade. For students taking examinations in 2019, a good pass will be considered to be a Grade 5 or above. Examinations will become the main way of assessing. Almost all exams will be at the end of courses. There will only be ability tiers in maths, science and languages. There will only be retake opportunities in November (post Year 11) and only for English and maths re-sits. Other forms of assessment will only be allowed where this is essential in order to assess specific skills (e.g. in art and design or PE). 9
What are we doing to support our students / children? Students in Year 9 have started their GCSE courses in English, maths, science, humanities and languages. This gives students more time to work towards their GCSE qualifications. We will also offer students non-gcse courses such as Vocational Certificates and BTECs. These are not affected by the GCSE reforms. The Core Curriculum GCSE English Language and Literature GCSE maths GCSE sciences Physical Education (non examination) Religious Education, Personal, Social, and Health Education (PSHE) and CEIAG (Careers Education) will be covered through lessons and discrete sessions over the key stage. The English Baccalaureate Since 2011, students who achieve A* - C (9-5) in each of the following areas are recognised as having achieved the E-Bacc standard: GCSE science combined or triple GCSE English Language /Literature GCSE maths GCSE history or geography GCSE French or Spanish In this combination, all students take at least five E-Bacc GCSEs The E-Bacc combination is not compulsory but is available to all students and is a suite of courses that we would recommend. Types of Courses GCSE Traditional academic focus course, largely exam based but may also include some controlled assessment. Vocational - Work related focus. Continuous assessment throughout the course with at least 25% external assessment. JCA will offer a range of vocational courses including BTEC, Technical and V-Cert qualifications. In all cases, these are equivalent to one GCSE. 10
Science The science team will write to you to inform you whether they recommend Triple Science (Biology, Chemistry and Physics) or Combined Science. Students for whom Triple Science is suggested can choose to take Combined Science if they prefer. If Triple Science is selected then it must also be selected as one of the option choices in the English Baccalaureate and Academic Pathways. Changing courses: Students will not be allowed to change courses after week 2 of Term 1 in Year 10. Students cannot usually drop courses in Years 10 or 11. This will only happen in highly exceptional circumstance such as the need to meet a student s medical requirements. When will I find out what subjects I have been allocated? This will be in Term 6. Careers Information: Use these fantastic websites to do your own research: 1. A careers site with information on university studies: https://www.prospects.ac.uk/ 2. Planning choices at age 14: http://www.careerpilot.org.uk/ 3. A careers site: http://icould.com/ 4. National careers service: https://nationalcareersservice.direct.gov.uk/home Final Information You will be guided towards a pathway. Make your curriculum choices based on the pathway. Choose subjects you will do well in where you feel motivated to try your best. Consider your future plans after the age of 16. Talk to parents / carers, teachers and tutors. The behaviour of each student will be taken into account when allocating courses in the summer. 11
KS4 Subjects 2017 2019 12
Qualification: GCSE English Language Exam Board: AQA Explorations in Creative Reading and Writing Writers' Viewpoints and Perspectives Spoken Language Students will draw upon a range of texts as reading stimulus and engage with creative as well as real and relevant contexts. Students will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes. This specification will ensure that students can read fluently and write effectively. Students will be able to demonstrate a confident control of standard English and write grammatically correct sentences, deploying figurative language and analysing texts. The spoken language element will also equip students with the following skills: presenting information and ideas: selecting and organising information and ideas effectively and persuasively for prepared spoken presentations; planning effectively for different purposes and audiences; making presentations and speeches responding to spoken language: listening to and responding appropriately to any questions and feedback spoken standard English: expressing ideas using standard English whenever and wherever appropriate. You will take two challenging and interesting exams at the end of Year 11: Paper 1: Explorations in Creative Reading and Writing (50%) Section A: Reading - one literature fiction text Section B: Writing - descriptive or narrative writing Paper 2: Writers' Viewpoints and Perspectives (50%) Section A: Reading - one non-fiction text and one literary non-fiction text Section B: Writing - writing to present a viewpoint You will also be assessed for speaking and listening although this will not count towards your final grade: Non examination Assessment: Spoken Language presenting responding to questions and feedback use of standard English 13
Qualification: GCSE English Literature Exam Board: AQA We will study: 15 poems from the AQA Anthology one 19 th century novella ( Jekyll and Hyde or A Christmas Carol ) one 20 th century play ( An Inspector Calls ) one Shakespeare play ( Macbeth ) unseen poetry analysis These topics will help students to develop the following skills: literal and inferential comprehension critical reading evaluation of a writer s choice of vocabulary, grammatical and structural features comparing texts producing clear and coherent text accurate Standard English You will take two challenging and interesting exams at the end of Year 11: Paper 1: Shakespeare and the 19 th century novel (50%) Section A: Macbeth Section B: Jekyll and Hyde or A Christmas Carol Paper 2: Modern texts and poetry (50%) Section A: An Inspector Calls Section B: Poetry from the Anthology Section C: Unseen poetry 14
Qualification: GCSE Mathematics Exam Board: AQA Without mathematics, there's nothing you can do. Everything around you is mathematics. Everything around you is numbers. Shakuntala Devi During your study of GCSE mathematics, you will explore seven broad areas: number, algebra, graphs, ratio (including proportion and rates of change), geometry and measures, Pythagoras and trigonometry, probability and statistics. You will complete exercises on these skills and then practice applying these to real life problems. You will need a full maths kit and calculator for every lesson. During your study of GCSE maths, you will be assessed roughly every two weeks with a green sheet review in class. This will cover the topic you have most recently been studying. Then, every term, you will have a one lesson paper test covering all the topics you have studied that term. After you have completed this test, your teacher will mark it, give you full feedback and a current working grade. You will then be asked to go through this yourself to ensure you understand where you have gone wrong and how to improve. You are also likely to be given extra Mymaths activities to practice any of the topics you were not able to answer correctly. At the end of Term 6, you will have a formal end of year test done in the hall. This will cover calculator and non-calculator papers and in Years 9 and 10 will be the full GCSE mock which is one non-calculator paper and two calculator papers (each one and a half hours long). In Year 8, you will sit one paper lasting 1 hour. In Year 11, you will complete at least three full mocks throughout the year. Each mock will consist of all three papers (one non-calculator and two calculator papers). What do current students say about the course? But Maths is much more than just a mandatory subject; the career possibilities can be endless. Lessons are fun, fast paced, difficult but rewarding. Maths is in everything, science, money, sport, the weather, everywhere! Maths is a core subject at school which we must all study at least up to GCSE level. Most sixth forms, colleges, universities and employers will want you to have a grade 5 in maths at GCSE. GCSE is an exciting subject which supports the sciences, geography, music, social sciences (e.g. psychology) and sports science. 15
Qualification: Combined Science (2 GCSEs) Exam Board: Edexcel In KS4, we follow a standardised curriculum across the entire CLF. This is designed based on the national curriculum program of study From Edexcel: Science matters. That s why we ve built the most inclusive GCSE (9 1) courses, so every student can enjoy science and succeed in their studies. Every student is different. With the same science and equal number of exams across our tiered qualifications, you can structure the courses in the ways that mean you can best support and stretch your students together. Our specifications are straightforward, and our selection of core practicals are designed to help bring science learning to life. And when it comes to our assessments, they re shaped to encourage all students to best show what they know and can do. The course covers the following areas: Biology life processes depend on molecules whose structure is related to their function the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling living processes to be performed effectively living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways living organisms are interdependent and show adaptations to their environment life on earth is dependent on photosynthesis in which green plants and algae trap light from the sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen organic compounds are used as fuels in cellular respiration to allow the other chemical reactions necessary for life the chemicals in ecosystems are continually cycling through the natural world the characteristics of a living organism are influenced by its genome and its interaction with the environment evolution occurs by a process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees. Chemistry matter is composed of tiny particles called atoms and there are about 100 different naturally occurring types of atoms called elements elements show periodic relationships in their chemical and physical properties these periodic properties can be explained in terms of the atomic structure of the elements atoms bond by either transferring electrons from one atom to another or by sharing electrons the shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave there are barriers to reaction so reactions occur at different rates chemical reactions take place in only three different ways: 16
o o o o proton transfer electron transfer electron sharing energy is conserved in chemical reactions so can therefore be neither created nor destroyed. Physics the use of models, as in the particle model of matter or the wave models of light and of sound the concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions the phenomena of action at a distance and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects that differences, for example between pressures or temperatures or electrical potentials, are the drivers of change that proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science that physical laws and models are expressed in mathematical form. All of these key ideas will be assessed as part of this qualification, through the subject content. Assessment in KS4 is based around a cycle of skills based tasks that will be assessed each module (these provide formative assessment of the application of understanding needed for the exam) and termly summative tests that assess how well students are recalling key content. Alongside this, there are longer exams that will punctuate key points in the year. Science is a core subject and so is compulsory: this is the minimum option for Science. It is possible to study science post 16 with a combined science GCSE but you may wish to discuss this with your science teacher or our careers advisor. Some Science related careers may require you to have taken a Triple Science option at GCSE. 17
Qualification: Triple Science Exam Board: Edexcel In KS4, we follow a standardised curriculum across the entire CLF. This is designed based on the national curriculum program of study. From Edexcel: Science matters. That s why we ve built the most inclusive GCSE (9 1) courses, so every student can enjoy science and succeed in their studies. Every student is different. With the same science and equal number of exams across our tiered qualifications, you can structure the courses in the ways that mean you can best support and stretch your students together. Our specifications are straightforward, and our selection of core practicals are designed to help bring science learning to life. And when it comes to our assessments, they re shaped to encourage all students to best show what they know and can do. The course covers the following areas: Biology Topic 1 Key concepts in biology Topic 2 Cells and control Topic 3 Genetics Topic 4 Natural selection and genetic modification Topic 5 Health, disease and the development of medicines Topic 6 Plant structures and their functions Topic 7 Animal coordination, control and homeostasis Topic 8 Exchange and transport in animals Topic 9 Ecosystems and material cycles Chemistry Topic 1 Key concepts in chemistry Topic 2 States of matter and mixtures Topic 3 Chemical changes Topic 4 Extracting metals and equilibria Topic 5 Separate chemistry 1 Topic 6 Groups in the periodic table Topic 7 Rates of reaction and energy changes Topic 8 Fuels and Earth science Topic 9 Separate chemistry 2 Physics Topic 1 Key concepts of physics Topic 2 Motion and forces 18
Topic 3 Conservation of energy Topic 4 Waves Topic 5 Light and the electromagnetic spectrum Topic 6 Radioactivity Topic 7 Astronomy Topic 8 Energy - Forces doing work Topic 9 Forces and their effects Topic 10 Electricity and circuits Topic 11 Static electricity Topic 12 Magnetism and the motor effect Topic 13 Electromagnetic induction Topic 14 Particle model Topic 15 Forces and matter Assessment in KS4 is based around a cycle of skills based tasks that will be assessed each module (these provide formative assessment of the application of understanding needed for the exam) and termly summative tests that assess how well students are recalling key content. Alongside this, there are longer exams which will punctuate key points in the year. Science is a core subject and so is compulsory: however, the separate science option is best suited to those who are interested in the content and keen to study science further post-16. If you wish to take this subject you will need to take this option as a Triple Science 19
Qualification: Art & Design Exam Board: AQA The qualification features a wide range of skills including Art, craft and design, Fine art, Graphic communication and Photography. Students work to their strengths and follow a skills based program of study in year 10 and use this experience to produce personal projects in year 11. Component 1: Portfolio: A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study. Component 2: Externally set assignment: The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point. The extended creative response must explicitly evidence students ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time. The ability to draw and continue to develop drawing skills is a core part of the course. Other skills and techniques including graphic art and digital art are also core skills which might allow a student to explore other creative responses. 20
Qualification: GCSE Art & Design Textiles Exam Board: OCR Textile Design is the creation of designs and products for woven, knitted, stitched or printed fabrics and involves an understanding of fibres, yarns and fabrics. You will explore, acquire and develop skills, knowledge and understanding through the application of techniques and processes specific to the study of Textile Design. You will explore practical and relevant critical and contextual sources such as the work of historical and contemporary textile designers and the different purposes, intentions and functions of textile design as appropriate to their own work. You will demonstrate the knowledge, skills and understanding through area(s) of study relevant to Textile Design. This course is 100% non exam assessment; all components are internally marked and externally moderated. Portfolio of Work (60%) The Portfolio is made up of practical work, which explores the skills, knowledge and understanding in textile materials. Externally set task (practical exam) (40%) The Externally set task offers students the opportunity to respond to a choice of themes, written and visual starting points and stimuli. The Externally set task gives students an opportunity to provide an extended practical response(s). This will allow students to demonstrate their ability to construct and develop a sustained line of reasoning which is of sufficient length to be coherent, substantiated, relevant, and logically constructed. The unit encourages students to select, organise and present work that represents the best of their achievement in response to the assessment objectives. You will study a selection of the following textile areas: Constructed textiles Digital textiles Dyed fabrics Printed fabrics Fashion design Installed textiles Soft furnishings Stitched and/or embellished textiles Your work will not be limited to one area of study. You must demonstrate the ability to work creatively with processes and techniques appropriate to the chosen area(s) of study such as: weaving, surface printing (block or digital), pattern making, pattern cutting, embroidery (machine or hand), knitting, batik, appliqué and collage. 21
Qualification: GCSE Business Studies Exam Board: Edexcel The GCSE Business Studies course consists of two themes. Theme one concentrates on the key business concepts and skills involved in running a small business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business. Theme 2 examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with emphasis on aspects of marketing, operations, finance and human resources. Theme 2 also considers the impact of the wider world on the decisions a business makes as it grows. The students will sit two external assessments at the end of the two year course. The first external assessment will be based on Theme 1 and will count towards 50% of the qualification. The paper is 90 marks and will consist of multiple choice, short and long questions some of which are based on a business case study. The second external assessment is based on Theme two and counts towards the other 50% of the qualification. This paper is also 90 marks and will have the same structure as the first exam. Business Studies students have an interest in the business world, product innovations, business entrepreneurs and perhaps have a desire to run their own business one day! Business Studies requires good knowledge of the wider world and current affairs. It requires students to be able to research independently, work well in groups and present work through a variety of means such as presentations, reports and video. 22
Qualification: NCFE Business & Enterprise Level 2 Exam Board: NCFE The NCFE qualification is a vocational qualification which is assessed through four units. Unit 1 is an introduction to Business and Enterprise in which students will learn about the different types of business organisations such as sole traders, partnerships and limited companies. They will also learn about entrepreneurship and the skills and characteristics needed to be a successful entrepreneur. Unit 2 is a Marketing unit which will cover market research, the marketing mix and the use of social media in marketing. In Unit 3, students will learn about Finance and the importance of cash flow, profit and tax. Lastly, in Unit 4, our students will have the opportunity to run a small business project in which they decide on a product/service to sell, decide on a price, launch an advertising campaign and ultimately make a profit! Progress is assessed continually by teachers but the course itself is formally assessed through completion of four units: Units 1, 3 and 4 are internally assessed coursework worth 75% of the qualification and Unit 2 is an externally marked controlled assessment worth 25% of the course. Students would be awarded grades at Pass, Merit, Distinction or Distinction depending on their success in the course. You should be interested in local, national and global businesses and how they operate; for example, why are Lidl so successful and why did Woolworths disappear? You should be interested in the skills shown by entrepreneurs and business innovators people like Alan Sugar, Mary Portas and James Dyson. Business Studies requires good knowledge of the wider world and current affairs. It requires students to be able to research independently, work well in groups and present work through a variety of means such as presentations, reports and video. 23
Qualification: GCSE Computer Science Exam Board: Edexcel Computer Science aims to equip students with a broad understanding of how computer systems work whilst also fostering the skill of programming. The topics covered are Fundamentals of algorithms, Programming, Fundamentals of data representation, Computer systems, Fundamentals of computer networks, Fundamentals of cyber security, Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy, Aspects of software development. Controlled assessment consists of a set of programming tasks that students will be expected to solve and submit their solutions. This contributes 20% of the overall grade. There are two written exams each lasting 1 hour and 30 minutes; each of these exams is worth 40% of the overall to create a total of 80% from examination. Computer Science evolved from Mathematics; as such, a student who has strengths in mathematical and logical thinking will typically do well in this subject. In addition, the journey to become a programmer is long and arduous, being able to stay determined and appreciate that overcoming frustrations is absolutely crucial to achieve the end goal of learning to program. 24
Qualification: GCSE Dance Exam Board: AQA GCSE Dance explores 3 main topic areas: Performance the development of physical, technical and expressive skills. These include: posture; alignment; balance; isolation; dynamics; spatial design; focus; phrasing and many other skills. You will work towards the performance of a one minute solo and a three minute duet or trio. Choreography - discover how to select movement content that communicates choreographic intent. Learn about the choreographic process, how to use choreographic devices and effective relationships between dancers. You will produce a piece of solo or group choreography with duration of approximately three minutes. Appreciation - learn how to critically analyse your own work and that of professional choreographers. You will develop your ability to describe, interpret, evaluate and reflect. You will study an anthology of six professional dances in a range of dance styles. Assessment: Practical assessment of performance; solo and duet/trio (30% of GCSE). Practical assessment of choreography; solo or group choreography (30% of GCSE). 1 ½ hour written exam based on subject knowledge and critical appreciation (40% of GCSE). What do current students say about the course? GCSE Dance is my favourite lesson. I like how you are given the freedom to choreograph your own dances. I have developed as a performer as I now have more confidence and my choreography has become more advanced. (Kiah, Year 11.) Are you Passionate about dance? Driven to find out how you can improve your performance? Excited to develop your ability to choreograph your own dances? Interested in studying professional dance works? Then take GCSE Dance! 25
Qualification: GCSE Design & Technology Exam Board: AQA What are the main topics I will study for this qualification? The new Design & Technology GCSE is designed for students to participate successfully in an increasingly technological world. The students will study technical and designing and making principles, including a broad range of design processes, materials, techniques and equipment, ranging from 3D Printing, laser cutting technology and CAD packages. Non Exam Assessment (Coursework) The non examined unit is a design and make task that follows the design process. Students will undertake a single design and make activity. This component will account for 50% of the student s overall mark and will consist of a digital portfolio that will consist of an investigation into a contextual challenge set by the examining board. Students will follow the design process, using new technologies, to design and manufacture a prototype using CAD/CAM and traditional methods. Examination of Content (Examination Paper) The content below is taught in a series of mini projects that allow the students to understand the content through a practical aspect. 1. Core technical principles New and emerging technologies Energy storage and generation Modern and smart materials Systems approach to designing Mechanical devices Materials and their working properties 2. Specialist technical principles The specialist technical principles are taught through the use of Timber and Polymers forces and stresses ecological and social footprint scales of production sources and origins using and working with materials stock forms, types and sizes specialist techniques surface treatments and finishes 3. Designing and making principles investigation, primary and secondary data environmental, social and economic challenge the work of others design strategies communication of design ideas prototype development selection of materials and components tolerances material management tools and equipment techniques and processes 26
How will I be assessed in this subject? The course is assessed in two main units: Non Exam Assessment (Coursework) 50% Examination Paper 50% Summary comment Upon completion, students can progress to Technical Certificates and modern apprenticeships in various construction trades. Students can also access A Level Design and Technology courses such as Product Design. 27
Qualification: GCSE Drama Exam Board: AQA The course will develop your skills in 3 areas: performing, devising and understanding drama. You will study a wide range of drama techniques and explore the work of leading drama practitioners. Performing coursework (20%) you will perform 2 sections from one play. Devising coursework (40%) you will devise and perform your own piece of drama work and then analyse and evaluate your own work. Understanding drama exam (40%) this is a combination of short responses and longer answers to questions about a play you have studied and a live theatre performance you have seen. What do current students say about the course? This is my favourite lesson of the week. The atmosphere is different to other lessons and I like the creative freedom I have to express myself in my own way. You will need to be creative, open minded and able to work productively with others! 28
Qualification: Fashion & Textiles Technical Award AQA Level 2 equivalent Students will learn skills and techniques to make products, prototypes and samples using textile materials. They will gain practical experience to create high quality products using both traditional and modern technological skills. Students will complete three mandatory units. Unit 1: Skills demonstration (internally assessed) Learners will carry out a number of bite-sized projects to demonstrate their competence in 12 core skills. This will include the transferable skill of teamwork and one of the mini projects should allow for this. Learners will produce a series of small made outcomes and record their work in a portfolio of no more than 15 pages. Unit 2: Extended making project (internally assessed) Learners will undertake an extended project that showcases the skills they have developed in Unit 1 and knowledge they have developed through Unit 3. The project will be in response to brief, examples of which are included in Unit 2: Extended making project. Learners will develop skills in planning and development, making, testing and evaluation and communication. Unit 3: Fundamentals of fashion and textiles (externally assessed) Learners will study the fundamentals of the fashion and textiles industry and the industrial and commercial processes that exist within it. They will learn about materials and their properties and also about possible careers within the industry. Upon completion, students can progress to Technical Certificates and other Level 3 vocational qualifications such as BTEC Extended Level 3 Diploma in Fashion and Textiles, A Level Design and Technology: Fashion and Textiles or A Level Art & Design Textiles. 29
Qualification: GCSE Food Preparation & Nutrition Exam Board: Eduqas By studying the GCSE Food Preparation and Nutrition, you will be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment. You will develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks. You will understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health. The course also offers an understanding of the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices. Component 1: Principles of Food Preparation and Nutrition 1. Food commodities 2. Principles of nutrition 1. Diet and good health 2. The science of food 1. Where food comes from 2. Cooking and food preparation Method of assessment Written examination Time % of grade Marks 1 hour 45 minutes 50 % 100 Component 2: Food Preparation and Nutrition in Action Non examination assessment (NEA) 1: The Food Investigation Assessment 2. The Food Preparation Assessment Assessment 1: 8 hours Assessment 2: 12 hours (including 3 hour practical) 50% total Assessment 1: 15% Assessment 2: 35% 100 To prepare you for your assessments you will be given a unit test for each topic completed together with practice assessments of both NEA 1 and 2. More information can be found at http://www.eduqas.co.uk/qualifications/food-preparation-andnutrition/ 30
Qualification: GCSE French Exam Board: AQA There are three main areas: identity and culture, including family, technology, free time and traditions of the country in which the language is spoken; local, national and international areas of interest, including home and town, social issues, travel and tourism; school and future employment, including life in school, future job perspectives and career choices. There are a foundation and a higher tier. The assessment for the two differs for the complexity of the language but the structure is the same. All the four skills (listening, speaking, reading, writing) are tested with specific assessments. The result in each of these assessments constitutes 25% of the final grade. The ability to speak the language and interact in everyday life situations is increasingly more important than memory or abstract knowledge. The final grade is not expressed in letters anymore but using a scale from 1 (lowest) to 9 (highest). What do current students say about the course? I am really enjoying the course and even if it requires some hard work, I am still very happy with taking French for GCSE. Y10 French student If you are interested in foreign languages and like the chance to communicate with people from different countries and with different cultural backgrounds, then a GCSE can be the chance to achieve an extraordinary life skill. The knowledge of a language is a skill more and more appreciated in the job market and it can significantly contribute opening new opportunities in the frame of the EBacc and in university education. 31
Qualification: GCSE Geography Exam Board: AQA The Geography GCSE course examines aspects of both the human and physical environment as well as the inter-relationship between the two. Living with the physical environment: Natural Hazards, Physical Landscapes in the UK and The Living World. Challenges in the human environment: Urban Issues and Challenges, The Changing Economic World and The Challenge of Resource Management. Geographical applications: A residential field trip to South Wales along with other day trips will extend students geographical skills and understanding. There are three written examinations at the end of the course: Two examinations assess the student s knowledge of the physical and human environment as well as geographical skills. The third paper assesses the student s ability to apply geographical skills through issue evaluation and fieldwork. Unit 1 Living with the Physical environment Exam 35% Unit 2 Challenges in the Human Environment Exam 35% Unit 3 Geographical Applications Exam 30% Geography is well respected as a practical and creative problem solving subject. An interest in global issues, travel and current affairs will be useful and will help students to create informed opinions. If you wonder why there are rich and poor countries, how cities grow, how we can prevent flooding and how we can give our world a sustainable and safe future for all people and species, then Geography is for you. Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their own role in society, by considering different viewpoints, values and attitudes. Students who have good spatial awareness and proficient literacy and numeracy will do well in the subject. 32
Qualification: BTEC First Certificate in Health & Social Care (Level 2) Exam Board: Edexcel The BTEC Level 2 Health and Social care course consists of four units. Unit 1 focuses on human lifespan and development. This allows students to develop an understanding of the different life stages and how individuals develop within this time. Additionally, students develop an understanding of factors which may affect growth and development. Unit 2 enables students to understand health and social care values such as a person centred approach to care, confidentiality and how to empower individuals. Unit 5 examines promoting health and wellbeing with a large emphasis on health promotion and targeting selected individuals. Unit 6 focuses on the impact of nutrition for health and wellbeing, developing further knowledge of the effects of a poorly balanced diet and how individual differences affect nutrition. The students will sit one external examination for unit 1. This examination takes place during January and lasts for one hour. Units 2, 5 and 6 are coursework based and are assessed using a variety of different techniques such as role play, presentations and written tasks. At the end of the course, students will be awarded with either a Level 2 pass, merit or distinction, depending on their unit marks throughout the two years. Students who study Health and Social Care have varied interests in working with adults and children. Students may wish to go on to study further for jobs in nursing, teaching or social work. Students are required to be independent learners for much of the course. Key information is taught at the start of each unit with students then using the following weeks to complete the assessment activity. 33